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DISCIPLINE ASA FACTOR 



■IX THE- 



WORK OF TIE SCHOOL BOOM 



-BY 



/ 



/ 



JAMES PYLE WICKERSHAM 



Latf Si/perintendent of Public Instruction, Pennsylvama 




SYRACUSE, N. Y. 
C. W. BARDEEN, PUBLISHER 



1898 



CoPTKiGOT, 189S. 'by C. W. Bardeejs 



2nd COPY^ 
18 




noiu S^IUOO OMi 



\V=^V6" 






4432 



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NTRODUCTION 



James Pyle Wickersham was born in 

Pennsylvania in 
1835 and died in 
1893. He began 
teaching at 16^ and 
at 20 became prin- 
cipal of the Mariet- 
ta academy, Pa. In 
1854 he was elected 
first superintendent of schools in Lancaster 
county, at $1500, the highest salary paid in 
the State; and in 1855 he opened a normal 
institute that in 1859 became the State nor- 
mal school at Millersville, When the con- 
federate army in 1863 entered Pennsylvania^ 

he dismissed his school, started for the front, 

(5) 




6 Discipline as a Factor 

and served seven weeks at the head of a 
regiment. He was principal until 1866, 
when he became State superintendent, which' 
office he held for 14 years, during which 
period he was recognized as leading the 
progress the State made in education. He 
was officially editor of the School Journal ; 
he was author of two pedagogical works of 
wide sale, ^^ School Economy^'' and ^'Meth- 
ods of Instruction^^: and his last work was 
a ^^ History of Education in Pennsylvania^^ 
that will always be the standard authority. 
This address of Dr. Wickersham was per- 
haps the best known and most widely influ- 
ential of all his writings, and its publication 
in this form is in response to repeated 
request. 



coN"rE:Nn"s 

Page 

1 . The discipline of force 13 

2. The discipline of tact 20 

3. The discipline of consequence 30 

4. The discipline of conscience 43 



O) 



Discipline as a Factor in the Work of 
the School Room 



The work of a school may be roughly 
divided into two parts ; first, instruction^ 
and second, discipline. Instruction as we 
are thinking of it, consists in imparting 
knowledge and in conducting those educa- 
tional processes which produce intellectual 
strength and culture. Discipline in the 
sense now intended includes both those in- 
fluences which secure order in a school- room 
and those forces which tend to awaken and 
develop the moral nature of the young. In 

the first, the teacher appears as the build er- 

(9) 



10 Discipline as a Factor 

up of the mind, an instructor ; in the sec- 
ond, as an executive officer administering a 
system of government. 

An end of school discipline is order ; but 
this is the least important of its ends, which 
comprehend in their fulness the high pur- 
poses of forming character and shaping life. 
The custom has been even among the teach- 
ers of wide reputation to look upon the dis- 
cipline of the school rather as a means than 
as an end. Children in school, they hold, 
must be orderly or their studies will be inter- 
rupted and their progress in learning slow. 

This view is partially correct, but in our 
conception it stops at the very beginning. 
A child attends school certainly not more to 
learn reading, writing, arithmetic, and other 



in the Work of the School Room 11 

branches of knowledge^ than he does to re- 
ceive proper moral training. Habits like 
those of order, obedience, industry, polite- 
ness, if they can be acquired at school, and 
great principles such as honor, honesty^ 
truthfulness, justice, charity, if they can be 
implanted in the youthful mind, surely out- 
weigh in educational yalue any amount oi 
what is called learning. 

As discipline in school well directed can 
do much to> form moral habits and instil 
moral principles, it is not only the hand- 
maid and helper of instruction, but has an 
end of its own quite independent of all 
others. Instruction seeks food for the intel- -^ 
lect ; discipline looks to the forces that 
control the feelings and the will. Instruc- 



12 Discipline as a Factor 

tion busies itself in storing the memory 
with facts, in furnishing the understand- 
ing with principles, .and in conducting the 
imagination through fields of beauty ; dis- 
cipline searches out motives, looks down in- 
to the human heart to find and master its 
springs of action, good or bad. Instruction 
is pleased with fine recitations, good exam- 
inations, and graduates that stand at the 
head of their class ; discipline demands con- 
duct unexceptionable, character well formed, 
and a solid foundation of true manhood with 
which to go forth to meet the future. In- 
struction makes scholars ; discipline develops 
men. 

In this broad sense I propose to speak of 
discipline as a factor in the work of the 
school, supposing that the subject is of pe- 



in the Work of the School Room 13 

culiar importance in this country at the 
present time. 

As applied in the school-room, discipline 
assumes several different forms which admit 
of classification. There is a form which 
may be called the discipline of force; an- 
other, the discipline of tact ; a third, the 
discipline of consequences ; and a fourth, the 
discipline of conscience. They differ some- 
what in aim, but materially in method. As 
a whole they cover the subject historically, 
if not philosophically, and light must be 
thrown upon the most delicate and difficult 
work of the school-room by their discussion. 

1. TJie discipline of force. If in a school, 
order alone be aimed at, by far the easiest 
and most summary way of securing it is by 
means of force. With the authority he 



14 Discipline as a Factor 

possesses and his superior physical strength, 
a teacher can readily compel his pupils to 
sit motionless at their seats. They may not 
study, but they can be forced to remain still. 
Under such rule quiet will reign supreme. 
All disorderly conduct, all mischievous 
tricks, as well as all childish mirth and 
thoughtless noise, may be banished from the 
school-room. The deadening influence can 
be made to reach the play-ground, and all 
the exuberance of youthful spirit can be 
crushed out. 

The school committees and school boards 
of the past, and a few who are not yet buried, 
are accustomed to consider ability to keep 
order in a school as the highest qualifica- 
tion of a teacher. Such as these want a man 
who can govern a school, master its rough 



in the Work of the School Room 15 

elements^ whether he can teach it or not. 
Their ideal schoolmaster is one who possesses 
strength and courage^ a kind of Hercules. Of 
that moral power which masters with a look, 
a shake of the head, or a word of admonition, 
whose very presence commands obedience, 
they have no conception. But in fact, to 
keep a school in order is the lightest of the 
teacher^s tasks. A government of force is 
easily administered. A policeman with his 
club ought to be able to keep ten thousand 
children not only quiet but trembling ; a 
teacher with a rod and ruler certainly should 
have no difficulty with fifty. 

Still it must be acknowledged that a disci- 
pline of force is the time-sanctioned method 
of governing a school. The school in all 
ages, whenever and wherever described, re- 



16 Discipline as a Factor 

veals to US the rod, the ferule, the ruler, the 
strap, and other like implements for punish- 
ing refractory children. No historic records 
reach back beyond the time when some 
form of bodily torture was not resorted to in 
school to preserve order. The use of the rod 
was common in the schools of Greece and 
Rome, and the wise Solomon thought it 
essential to the right bringing up of children 
in Judea. An old schoolmaster in Swabia, 
in a service of fifty-three years, accordiug 
to his own faithful statement, administered 
911,500 canings, 121,000 floggings, 209,000 
custodies, 10,200 ear-boxes, 22,700 tasks, 
136 tips with the rule, 700 boys to stand on 
peas, 6,000 to kneel on sharp edged wood, 
5,000 to wear the fooFs cap, 1,700 to hold 
the rod — in all, 1,282,036 cases of punish- 



in the Work of the School Room 17 

ment. ^^ Many a white and tender hand/^ 
says a writer in the Spectator^ speaking of 
the Eton School, England, ^^ which a fond 
mother had passionately kissed a thousand 
and a thousand times, have I seen whipped 
until it was covered with blood ; perhaps for 
smiling or for going a yard and a half out of 
the gate, or for writing an o for an a on 2^n a 
for an o/^ In this country, whippings and 
other forms of corporal punishment have 
been in use almost universally as a means of 
school government ; and even now we hear 
of cases in which a teacher finds it neces- 
sary to use rod or ruler ten to twenty times 
a day. 

Upon an investigation made recently by a 
school board in one of our most enlightened 
States, it was found that a teacher in their 



18 Discipline as a Factor 

employ was accustomed to whip his pupils 
for the following offences, as well as for 
those of a graver character : whispering, 
looking off the book, mis-spelling words, not 
standing in line, not folding arms, making 
faces, shuffling feet, and throwing paper 
balls. 

It may as well be plainly said that this 
whole system of corporal punishment and 
bodily torture as it has been applied in the 
school-room is for the most part unnecessary, 
arbitrary, and demoralizing. Order can be 
secured by its means, but too often at the 
sacrifice of all that is best and noblest in the 
nature of a child. It marks a stage of dark- 
ness and barbarism in the art of bringing 
up children out of which we should have 
long since emerged. And yet the young 



in the Work of the School Boom 19 

must be taught to obey — their welfare, their 
success in life, the well-being of society, de- 
pend upon it. A school can not be suffered 
to run riot. Order, obedience, respect for 
authority, are lessons much needed by the 
American people, and must be taught at all 
hazards in the family and in the school. If 
to " spare the rod^^ is to ^^ spoil the child ^\ 
the rod should not be spared. Better a gov- 
ernment of barbarism than no government 
at all. 

But to the true teacher no such sad alter- 
native is presented. He may hold in reserve 
a certain degree of force, but he seldom finds 
occasion to use it. His school is orderly, 
his pupils obey him ; but it is through love, r 
not fear. He finds the worst that is in the 
boys yield more readily to the softening in- 



20 Discipline as a Factor 

fluences of punishment. The discipline of 
force may be necessary to teachers who are 
less skilful or who move on a lower p]ane> 
but to him it seems ill-adapted to its pur- 
pose^ and often brutalizing in its effect. 

2. The discipline of tact. That is a dis- 
cipline of tact which preserves order in a 
school-room and promotes a healthy moral 
growth among the pupils by nice manage- 
ment. In contrast with the kind of disci- 
pline just spoken of, it substitutes strategy 
for force. 

A tidy school-room is a constant monitor. 
Order in arrangement of the furniture 
teaches in a most impressive way the lesson 
of order to the pupils. A world of school- 
room trouble may be avoided by nice man- 
agement in seating the children ; in calling 



in the Work of the School Room 21 

out and dismissing classes ; in opening and 
closing school ; in hearing recitations^ in 
giving help, and assigning lessons. 

Plenty of work, I'ight in quality and quan- 
tity, is a panacea for a multitude of school- 
room ills. The pent-up mischief of a school 
may be easily converted into the innocent 
sports of the play-ground. 

Strict impartiality in his administration, on 
the part of the teacher, a well-balanced sense 
of justice, skill in his work, willingness to 
do his duty, and love for children, will in 
themselves render scoldings and whippings 
almost unnecessary. If in addition the 
teacher have that keen insight into human 
nature which enables him to see the com- 
ing evil in embryo before it breaks forth and 
to guard against it ; if he have that rare skill 



22 Discipli7ie as a Factor 

which can discover and direct, when likely 
to go wrong, the currents of feeling that ebb 
and flow in the school-room and constitute 
its life, he will want little else to make him 
a happy monarch on a peaceful throne. 

But a few examples of the tact which 
avoids the causes that render so many school- 
rooms scenes of disorder and hard feeling 
will serve to illustrate and impress the sub- 
ject. 

Two girls sit together in a school and are 
great friends. But their tongues are set 
loose, and they cannot resist the temptation 
to talk, and sometimes they talk loud. The 
teacher cautions them without effect. Shall 
he punish them ? Thousands of children 
have been punished for a less offence. Bet- 



in the Work of the School Roo7n 23 

ter far to separate them until they amend 
their ways. 

A reading class is accustomed to read by 
turns from head to foot. Shrewdly count- 
ing the paragraphs ahead, and marking the 
place where they must begin reading, the 
boys at one end of the class talk and play 
tricks, while those at the other end are en- 
gaged in reading. I have seen a whole class 
punished for this kind of mischief. But 
how easily the evil is corrected by changing 
the method and calling upon each one pro- 
miscuously. The remedy will prove magi- 
cal in its effects if the teacher is sure to call 
upon the first boy whose eyes leave the book. 

A stubborn girl one day, when told to go 
to the blackboard and solve a problem, re- 
fused outright to do so. She had been ac- 



24 Discipline as a Factor 

customed to work her arithmetic on her 
slate at her seat, and was determined not to 
conform to this new method of recitation. 
A teacher without tact would have used 
force, committed a blunder, made an enemy. 
But her teacher, knowing her disposition, 
simply proceeded with the recitation as if 
nothing had happened and allowed her to 
keep her seat unnoticed. As the teacher 
well knew, she could not bear to be left alone 
— to be ignored, and by the time the next 
lesson was to be recited she was ready not 
only to go to the blackboard with the other 
members of the class, but to apologize to the 
teacher for her improper conduct. 

At a certain academy in Pennsylvania, on 
Hallowe'en, a wagon belonging to the school 
was laboriously taken to pieces by some mis- 



in the Work of the School Roo7n 25 

chievous students, carried to the roof of the 
building, and after being reconstructed was 
left astride the apex. Next morning, as may 
well be supposed, the wagon was the talk of 
the school and the neighborhood. Hundreds 
gazed up at the unusual object, and won- 
dered how it could hayebeen got up and how 
it could be brought down. A convulsion 
was expected at the morning opening exer- 
cises, but the principal looked even more 
good-natured than usual and said nothing. 
But with that insight into character for 
which he was famous he quietly watched the 
actions of the students during the day, and 
by evening when the school again assembled 
he was confident he could name the parties 
who had taken the most prominent part in 
the trick that had created so much astonish- 



26 Discipline as a Factor 

ment. So lie said in a pleasant way that 
some ingenious persons had placed his wagon 
on top of the house, and as he wanted to use 
it he would like to have help in getting it 
down. He was sure any of those present 
would lend a hand. But as a special com- 
mittee, he would appoint A. B., 0. D., E. F., 
G. H., I. J., naming those who he knew had 
been most active in the work of the night 
before. 

A laugh rippled over the hall, followed by 
a cheer that nearly shook the building. 
The principal had a knowing look, but said 
nothing further. The boys named took ofiE 
their coats and mounted the roof, and the 
wagon was soon in its old place under the 
shed without a break, and all was peace. 



in the Worh of the School Room 27 

How admirable the management ! How 
effective the cure ! 

The principal of a boarding school in the 
State of Maryland was an adept in raising 
and fattening pigs as well as in training 
boys. One season he happened to have an 
exceedingly large and fine pig which he fed 
himself, and in looking at and admiring 
which he spent considerable time. On one 
of those occasions when the very air seems to 
breed mischief, the idea came into the heads 
of certain fun-loving boys among the students 
to dig a hole in the neighboring field and 
place the pig in it. How the thing was 
managed no one was told ; but when morning 
came the pen was empty, and some hundred 
yards away there was a hole in the ground 
five or six feet deep, with the professor^s 



28 DiscijMne as a Factor ^ 

favorite pig, dazed as much as a pig can be, 
at the bottom of it. The whole school 
visited and revisited the spot during the day, 
and the wonder continued to grow as to 
what would be done in the case. 

When all were assembled in the evening, 
the professor remarked without the least 
show of anger that one of his pigs in whose 
physical growth and intellectual improve- 
ment he had taken considerable interest, had 
been placed by some envious or less-gifted 
persons at the bottom of a hole in a field 
near by, as most of them were aware ; and 
he supposed the best thing to do, although 
he was sorry to do it, was to bury him there. 
He had therefore provided some shovels and 
would ask some of the strongest boys to 
assist him in the work. The shovels were 



m the Work of the School Room 29 

soon in the hands that had handled them 
before, and the whole school with some out- 
side spectators were quickly drawn to the 
spot to witness the curious ceremony. The 
dirt was thrown in rapidly, and still more 
rapidly ; but to the astonishment of most of 
the lookers-on, the pig readily shook it off 
and trampled it under his feet. The hole 
was soon half-filed, but the pig was still erect 
and seemingly without any notion of being 
buried. In went the dirt faster and faster, 
but up went the pig with it until his white, 
fat back began to appear above the surface 
of the ground ; when the whole crowd, begin- 
ning to see the joke, broke into laughter and 
cheers, until the happy porker with a satis- 
' fied grunt stepped out on solid ground and 
marched triumphantly toward his custom- 



30 Discipline as a Factor 

ary sty, where the professor with face 
wreathed in smiles was already awaiting him 
with his evening meal. 

Between the ordinary treatment of such 
cases and fine strategy like this, there is as 
great a contrast as there is between the rude 
pictures of a comic almanic and the divine 
creations of a Eaphael or an Angelo. Even 
if the incidents mentioned did not happen 
Justus releated, they serve to illustrate the 
kind of school management which flanks 
difficulties that are too formidable to be at- 
tacked in front, which turns evil to good, 
which makes one principle of human nature 
serve as a checkmate to another, which gov- 
erns by a finer, higher, more effective power 
than force — tact. 

3. The discipline of consequence. As in 



in the Work of the School Room 31 

the moral government of the universe, pun- 
ishment follows wrong-doing as a conse- 
quence, so the same principle may be applied 
in the government of the school. This is 
what is meant by the discipline of conse- 
quences. Without attempting to exhaust 
the subject or to define its exact limitations, 
it may be said that God^s system of disci- 
pline as administered through the laws of 
nature provides, on one side, that punish- 
ment invariably follows wrong-doing ; that 
different degrees of wrong-doing are pun- 
ished in proportion to their magnitude ; that 
different kinds of wrong-doing have differ- 
ent kinds of punishments ; and that all pun- 
ishment is connected with wrong-doing as 
effect to cause : and, on the other side, that 
reward invariable follows right- doing ; that 



32 Discipline as a Factor 

different degrees of right-doing are rewarded 
in proportion to their merit ; that different 
kinds of right- doing' have different kinds of 
reward ; and that reward is connected with 
right-doing as effect to cause. 

It certainly cannot be necessary to enter 
into a lengthy argument to prove the general 
truth of these propositions. Here at least 
only brief mention can be made of the 
ground on which they rest. 

We all know that we cannot do wrong 
without suffering punishment, and if we 
do right we will receive our reward. Some 
circumstances in our experience might lead 
us to question this conclusion, were it not 
that our reason tells us that a broader ex- 
perience must verify it. Otherwise, the 



in the Work of the School Room 33 

moral universe would be a chaos and God 
himself would be unthroned. 

If wrong-doing and right-doing are a 
matter of degrees, the principles of eternal 
justice require that punishments and re- 
wards should be graded accordingly. Even 
human laws and human justice recognize 
and apply this principle. 

A man morally bad may be physically 
strong, healthy, rich or prosperous. A pious 
missionary on his way to introduce Christi- 
anity into heathen lands may embark in a 
leaky ship and be buried in the sea, while 
pirates in a staunch one incur no danger. 
The young, the beautiful, the promising 
sometimes suffer and die, while many who 
become a curse to society are allowed to live 
on prospering in their evil ways. The plague 



34 Discipline as a Factor 

does not stop to spare the good man^s house 
that lies in its dreadful path. And yet God 
is just, much that seems unjust being ac- 
counted for by the independent operation of 
the different kinds of natural laws. Physi- 
cal laws have their own rewards and punish- 
ments ; so have moral laws. The former 
can be obeyed, and the latter can be violated, 
or the reverse. 

All natural punishments and all natural 
rewards are the effects of causes to which 
they are linked by chains of adament. When 
a physical law is broken the penalty must be 
paid ; obedience to such a law is sure to 
meet with its reward. If a man eat too 
much, he will get dyspepsia ; if he indulge 
too freely in strong drink, he will die a 
drunkard ; if he hold his hand to the fire. 



in the Work of the School Room 35 

it will burn ; if lie jump from a house-top, 
he may break a limb or lose his life. 

In the case of broken moral law, the con- 
sequences are different, but not less certain. 
The liar, the slanderer, the hypocrite, the 
thief, the murderer, in addition to the pen- 
alty they are apt to pay to violated human 
law, carry in their own bosoms the bitter 
sting that avenges their wrong-doing, or if 
too callous to feel it, that hardness is in it- 
self the most terrible of punishments. The 
prodigal wastes his substance, and must live 
on husks ; the sluggard will not work, and 
^^in harvest has nothing ^^ ; the miser gloats 
over his gold until his soul shrivels up, and 
the hardened sinner converts his very heart 
to stone, and dies worse than a brute. 

In principle, Nature^s discipline of conse- 



36 Discipline as a Factor 

quences may be introduced into the school- 
room. Bad conduct may be punished and 
good conduct rewarded after the manner of 
what occurs under the Divine order in the 
world about us. It would be easy at least to 
substitute for the arbitrary punishments that 
have disgraced school government in all ages, 
a system that would go far towards meting 
out to each offence a natural punishment 
properly adjusted to it in kind and degree. 
What is to be thought of the moral effect 
of that kind of school discipline which whips 
a child or assigns him some disagreeable 
task for breaking a pain of glass, upsetting 
an inkstand, or coming late to school ? Is 
the ruler or rod the proper punishment for 
a child who loses his book, misses his lesson, 
talks too loud, or pushes a school fellow off 



in the Work of the School Room 37 

the end of a bench ? Did you ever know an 
instance in which by any form of bodily 
torture a lazy boy was made industrious, a 
quarrelsome boy peaceable, a mean boy hon- 
orable, or a mischievous boy quiet and or- 
derly ? The time has come for such a re- 
form in school discipline as will free it from 
its arbitrary, illogical character and make it 
better accord with a sense of justice. 

But to what extent can a discipline of con- 
sequences be applied in the school-room ? 
Is it possible at all in the little world called 
a school to link together as cause and effect, 
punishment and offence as is done in the 
great universe in which we live ? 

The answer is best given by examples. 
For all injuries to the school property, the 
natural punishment is its repair. When a boy 



38 Discipline as a Factor 

has replaced the glass broken in a window, 
removed the cuts or stains from a defaced 
desk, repaired the palings knocked off from 
the yard fence, he has done about all that 
should be required of him. A pupil who has 
displaced the school furniture or cluttered 
the school-room floor, has paid the proper 
penalty when he has restored everything to 
its former condition. 

A pupil who plays on his way to school, 
may be denied the privilege of playing at 
recess or noon-time. One who idles away 
his time, and therefore does not know his 
lessons, may be made to work while his 
schoolmates are at play in order to learn 
them. One who disturbs his school-fellows 
that sit near him, may be assigned a seat by 
himself. One who is quarrelsome, tyranni- 



in the Work of the School Room 39 

cal, or selfish on the playground^ may be 
detained in the school-room at play-time or 
given a recess by himself. 

The habit of using profane or vulgar lan- 
guage will be soon broken up, if the teacher 
require any one who indulges in it to re- 
main apart from his school- fellows, lest his 
example contaminate them. He can say to 
one who has erred in this way : '^ You have 
used bad language and must remain in the 
school-room here with me while the other 
children play, for, of course, I cannot suffer 
innocent boys and girls to hear such words. 
I am sorry, but it cannot be helped. ^^ In 
the case of open disobedience to the teacher 
or incorrigibily bad conduct, it maybe proper 
to resort to force, or to dismissal from school. 

These examples do not cover all cases of 



40 Discipline as a Factor 

school discipline, nor does what has been 
said exhaust the treatment that may be 
proper in any one of those mentioned ; but 
as a whole they will serve to exemplify a 
kind of school discipline infinitely superior 
to that in use in hundreds of thousands of 
schools. It is rare indeed that a judicious 
administration of such a system will not 
secure order in a school, and what is more 
important, healthy moral growth among the 
pupils. 

The advantages of a discipline of conse- 
quences over a system which involves arbi- 
trary punishments such as whippings, tasks 
and bodily tortures, are beyond calculation. 
It is the rule of law in contrast with a rule 
of passion, caprice or blind volition. 

Such a discipline enables the teacher to 



tm 



in the Work of the School Room 41 

remove in great measure his personality from 
his administration. Instead of a monarch 
governing according to his own will, he be- 
comes a judge passing sentence according to 
law. He discards all personal feeling in 
punishing wrong-doers, but as the head of 
the school, simply sees to it that those who 
violate the law shall incur the natural con- 
sequences of their acts. 

The discipline of force often leaves be- 
hind it a feeling of resentment. Some of 
us who were brought up under this old regime 
still feel the sting of the injustice done us ; 
and it would not be difficult to awaken in 
our bosoms even now the spirit of revenge 
we once entertained towards masters who in 
their way were as arbitrary in their govern- 
ment and as tyrannical as Nero or Caligula. 



:^ 



42 Discipline as- a Factor 

A discipline that makes the government of 
the school impersonal could not be attended 
by any such bad results. 

A discipline of consequences in school pre- 
pares the way for a discipline of conse- 
quences in life. When a child reaches the 
age of responsibility he finds himself hedged 
about by a complicated system of laws. Or- 
der must be preserved in society, the State 
must be governed, and to secure these ends 
laws must be enacted. To the violation of 
these laws are affixed penalties designed to 
be just and to grow naturally out of the 
offences. Among these penalties are restitu- 
tion of property, fines, imprisonment, death. 
The whole system of jurisprudence is, as far 
as human wisdom can accomplish it, a dis- 
cipline of consequences. The State estab- 



in the Work of the School Room 43 

lishes and supports the school, and in return 
the school should train up good citizens. 
Its discipline therefore should be in accord 
with that of the State. 

God rules the universe, and as far as we 
can see He rules by laws to which are at- 
tached as sanctions rewards and punishments. 
It is much to be a good citizen living in har- 
mony with the laws of one^s country ; it is 
infinitely more to be a man living in harmony 
with the laws God Himself has stamped upon 
the creation. The school like the family 
should prepare for both, and a great step in 
this direction is taken when children are ac- 
customed to a kind, considerate, but rigid 
discipline of consequences. 

4. The discipline of conscience. From the 
discipline of consequences some steps higher 



44 Discipline as a Factor 

bring us to the discipline of conscience. A 
school may be kept in order and made to 
work by a discipline of force ; the same re- 
sult with infinitely more satisfaction may be 
accomplished by management, a discipline 
of tact ; not less effective in the same way 
and much more fruitful in moral results is a 
discipline of consequences wisely adminis- 
tered ; but none of these methods of govern- 
ing and training the young touch directly 
the moral nature, or go far towards promot- 
ing moral growth. 

A child may be forced to do right, may be 
managed into doing right, or may do right 
in view of the consequences of wrong-doing, 
and still the fountains of his moral nature, 
from which issue all that affects his higher 
life, remain uncleansed, unsweetened, a stag- 



m the Worh of the School Room 45 

nant pool ready to sicken and destroy with 
its poisonous waters. 

Conscience is the light God has placed in 
every human breast to enable us to know 
right from wrong — a monitor that gives us 
peace and joy when we have done our duty, 
and fills us with sorrow and remorse when 
we have come short of its requirements. Or, 
in the language of another, ^^ Of the infinite 
counsels of the Eternal was conscience be- 
gotten. The law of conscience founded on 
the Deity is immutable, and like God him- 
self eternal. What is right to-day ever was 
and ever will be right ; and what is . wrong 
torday ever was and ever will be wrong. ^^ 

But the gift as it comes from the Divine 
hand is only a germ that requires quicken- 
ing, culture, enlightenment ; and the world 



46 DiscipU7ie as a Factor 

has no task so delicate and difficult as that 
of directing its growth. All other education 
is introductory and may be carried on with 
comparatively moderate skill — this requires 
the hand of the master. Kightly conducted 
at home, in the school, by the church and 
the State, the land would be freed from 
misery and crime, and the lost image of his 
Maker, after which he was created, would be 
restored to man. 

The discipline of the conscience is the 
culmination, the fruitage of all kinds of 
school discipline. Indeed, it is the ultimate 
end of the school itself and the school life. 
The boy who receives punishment in school 
must be made better by it, or the punish- 
ment is misapplied if not immoral. The 
mere suppression of the bad through fear 



in the Work of the School Room 47 

should have as an end no place in school 
government. The teacher who studies to 
remove temptation to wrong-doing from the 
school-room, to win his pupils to right ways 
by nice management, to make the whole 
environment of the school as favorable as 
possible to the purposes of education, must 
keep in view as the crowning object of his 
work the awakening and strengthening of the 
conscience. 

So, too, the great lessons to be learned 
from a discipline of rewards and punish- 
ments, the discipline of consequences, is one 
that concerns the eternal principles of right 
and wrong. A reward in school as in nature 
should be the sign and seal and measure of 
right- doing, and in like manner a punish- 
ment should be the sign and seal and measure 



48 Discipline as a Factor 

of wrong-doing. The effect of the whole 
should be to lift up to a higher plane of life. 

The centre and soul of the work of every 
properly conducted school is the discipline 
of conscience. This is the pole to which 
every needle should point — this is the El 
Dorado towards which all efforts and all 
hopes should be directed. The teacher who 
knows how to touch and quicken the con- 
science of the young is a master of the edu- 
cational art, iox in this is involved all else 
in the line of his profession. 

The teacher who would make conscience 
the guiding principle of school work must 
enthrone it as the sole arbiter and judge of 
all conduct. The straight line that runs 
between right and wrong must be clearly 
marked, and he who loses sight of it must be 



in the Worh of the School Room 49 

made to feel the rebuke that comes from a 
Yoice within his own bosom. 

As educators of the young, we err pro- 
foundly in not appealing more constantly, 
but always reverently, to that inner light 
which was given by God Himself to every 
human being wherewith to direct his life. 
We throw overboard our compass and expect 
to find our way. We break the rudder of 
our ship and vainly think we can continue 
our voyage in safety. We refuse to recog- 
nize God's finger-board in the soul or shut 
our eyes to its directions, and thereby become 
blind leaders of the blind. 

We have much to do with the intellects of 
the children committed to our charge ; we 
make some attempts to direct their feelings ; 
but unable to touch the conscience with our 



50 Discipline as a Factor 

unskilful methods, or wholly ignoring this 
deeply hidden but most important element 
of our nature, we are apt to leave them help- 
less to resist the temptations that beset their 
pathway, and fill the world with men and 
women, learned it may be, but without that 
clear sense of duty which guards the soul 
from danger, and is necessary to make life 
truly successful. 

That a child may be trained to love virtue 
and hate vice, no one acquainted with child- 
nature can doubt. This kind of training, 
indeed, is the great object of the school. 
The school is the agent the State uses to 
make good citizens. But all moral training 
is mechanical— mere shallow formalism — 
unless based upon or springing out of an 
enlightened conscience. 



in the Work of the School Room 51 

The discipline of conscience, conscience- 
culture, is the most difficult part of the 
teacher^s art. To conduct the process wisely 
requires the most profound knowledge of 
human nature and the rarest skill in using 
it for the purpose. Where hundreds succeed 
in other departments of education, only one 
succeeds in this ; for be it well understood, 
no clumsy hand can touch for good the con- 
science of a child. It draws back instinctive- 
ly within itself at the approach of the un- 
gentle, the unsympathetic, or the impure. 

Almost anybody may teach a child how to 
read, how to write, how to keep accounts ; 
but it requires skill of a much higher order 
to train him morally in the way he should go ; 
and such training is simply impossible to the 
rude, the selfish, the immoral. The con- 



52 Discipline as a Factor 

science is the centre of the whole moral life, 
deeply seated, carefully guarded, highly sen- 
sitive, shrinking away at the touch of the 
profane, the very holy of holies of the soul ; 
and none but a divinely anointed High Priest 
can enter within its precincts or minister at 
its altars. An appeal to the conscience of 
the child must be made through the con- 
science of the teacher. This is the only 
language which it understands, the only 
voice to which it will respond. 

Moral precepts have some place in the dis- 
cipline of the conscience, but only a subor- 
dinate one. They may not reach their mark. 
They may lie cold in the intellect without 
moving the feelings or taking deep root in 
the heart. It is even quite possible for a com- 
plete system of ethics, like a complete sys- 



in the Work of the School Room 53 

tern of mathematics, to exist as a content of 
the understanding and the reason, and the 
conscience remain a Sahara, dry and fruit- 
less. 

It is examples of virtuous conduct, living 
acts of right and wrong, that touch the con- 
science and quicken its life. Nothing stirs 
the moral nature of the young like the story 
of men who have upheld the truth, defended 
the weak, relieved misery and distress, led 
lives of integrity amid temptation, sacrificed 
themselves for their country or the common 
good, suffered death rather than dishonor, 
or become martyrs to the cause of truth. 

Let our children go with Florence Night- 
ingale as she ministers to the sick and 
wounded soldiers ; follow John Howard on 
his errands to dismal dungeons that he may 



54 Discipline as a Factor 

bring a ray of light to the darkened souls of 
hardened criminals ; listen to the brave 
words of Luther as he faces death before the 
Imperial Diet at Worms, ^^ Here I stand, I 
cannot do otherwise, God help me ; ^' or hear 
the Kevolutionary patriot, Joseph Eeed, 
spurn with indignation the proffered bribe 
— ^^ Poor as I am. Great Britain has not 
money enough to buy me,^^ — and their hearts 
will begin to feel a thrill of moral heroism, 
and resolves will be made to act a manly, 
noble part in life. Biography and history 
may be so taught as to keep the hearts of 
the learners ever turned upward, and the 
story of the man of sorrows speaks as noth- 
ing else can to the conscience of the whole 
world. 

The statement must now be made more 



in the Work of the School Room 55 

emphatic that none but a conscientious teach- 
er can administer in a school-room a disci- 
pline of conscience. As well might the dead 
undertake to arouse the dead. No pretence 
will answer, words will not deceive, hypocrisy 
will soon be detected ; a teacher must love 
the right and hate the wrong, must have the 
courage to do right and avoid doing wrong, if 
he expects to make any progress in the moral 
training of children. No degree of scholar- 
ship, no skill in teaching, no tact in manage- 
ment, will suffice so to perfect the character 
of a child by quickening his sense of right 
and wrong, that it will permeate and control 
his life. 

For this the teacher needs intrinsic worth, 
pure as gold. There is a shallow morality, 
a morality of custom, a morality of form. 



56 Discipline as a Factor 

that may come from a source less pure ; but 
this is not the morality of which we speak ; 
a morality that does right because it is right, 
because it is in accordance with God^s will 
and Word and the voice He has implanted 
in our souls. 

The teacher^s example, his daily walk and 
conyersation, has a powerful influence upon 
the young of whom he has the care. We all 
grow like our ideals. The ideal of a child 
is the teacher he loves. On his soul is 
stamped the teacher's image, and the impres- 
sion deepens day by day. Silently, uncon- 
sciously to either party, the teacher's life 
settles down upon the child's life and moulds 
it in its own likeness. Without a spoken 
word, the example of the true teacher is a 
continuous sermon, sinking into the young 



in the Work of the School Roo7n 57 

hearts about him and working marvellous 
results in forming character and shaping 
life. 

The great teachers of the world have not 
been its famous scholars^ but those who by 
example, by word and deed, were able to in- 
fluence for good the young of whom they 
had charge — those at whose magic touch all 
that is best in human nature is evolved and 
made ready to serve mankind and to honor 
God. 

What rare men were Socrates, Oomenius, 
Pestalozzi, Froebel ! Dr. Arnold has done 
far more for England than Wellington ; 
France could better afford to blot out the 
history of Napoleon than to lose sight of the 
work of Fenelon ; Germany owes its great- 
ness more to Stein and his schools than to 



58 Discipline as a Factor 

Bismarck and his wars and intrigues ; and 
here at home Horace Mann, the schoolmas- 
ter/ has left an influence that will long out- 
last that of Daniel Webster, the statesman. 

No excuse need be offered for dwelling at 
this length upon the character and results of 
the discipline of conscience as applied in the 
school-room. The times demand better 
•moral training. Our schools have improved 
in order and in methods of teaching ; but it 
is a question whether the great art of form- 
ing character in school has advanced to-day 
much beyond the point attained in years 
long by-gone. 

Is there not danger that in the working of 
our huge school systems and our vast school 
machinery, we are overlooking that indi- 
vidual training which alone can develop the 



in the Worh of the School Room 59 

moral nature ? Grades and classes may be 
advantageous for intellectual instruction, 
but do they not crush the heart with forms 
rather than quicken it with life ? Is not the 
individuality of the conscience so marked, 
its structure so delicate, that its tender chords 
can be struck only by the fingers of love in 
the quiet communion of teacher and pupil ? 
But whatever the cause of the neglect, the 
times demand more effective moral training 
in our schools. 

Conscience is sadly wanting in these days 
in the marts of trade, in store and shop and 
office. Too few of our mechanics when left 
to themselves do an honest job for a fair 
price. Elements of shoddy are apt to be 
found in the clothes we wear, the houses we 
build, the furniture we use to make ourselves 



60 Discipline as a Factor 

comfortable. The salesmen in our mercan- 
tile establishments are sometimes tempted 
and sometimes instructed to misrepresent 
the goods they handle. Sugars, teas, cof- 
fees, spices, are seldom exactly what one 
pays for. Wines and drugs are systemati- 
cally adulterated, and deception grows rich 
by the manufacture and sale of spurious 
jewelry and articles made to counterfeit gold 
and silver. 

The man who is your professing Christian 
brother and worships with you at church on 
Sunday, on Monday morning will cheat you 
in his store, shop or office, without the twinge 
of a conscience that has grown callous under 
what he deems the necessities of business. 
Neighbors try to outwit one another in buy- 
ing and selling, and sharp practice in mak- 



in the Work of the School Room 61 

ing a bargain has come to be reckoned a 
merit, if not a virtue. Even the church 
seems to forget that Sunday morality will 
not answer for all the week, and that no one 
can be a true Christian who is not honest at 
all times, in every thought, and word and 
deed. 

Then how common has become the dis- 
regard of public trusts. Every day we hear 
of frauds, embezzlements, and defalcations. 
Saving funds are robbed by their officers, 
banks are defrauded by their cashiers and 
presidents, even the money of widows and 
orphans is embezzled by those into whose 
hands trusting friends have placed it for safe 
keeping. Every penitentiary in the land 
contains numerous swindlers and defaulters, 
and if all who have escaped to Canada were 



62 Discipline as a Factor 

brought back the penitentiaries would hardly 
hold them. 

The failure of a firm like that of Grant 
and Ward^ in New York, reveals a degree of 
iniquity that is hardly humto — almost devil- 
ish. What a consummate villain a man 
must be to sit down and coolly plan the rob- 
bery of trusting friends ! Corporations, big 
and little, all over the land, set traps to en- 
tice the money of the unwary, and when 
obtained, used it to fill the pockets of the 
few who have planned them for that pur- 
pose. 

If the inside history of the frauds prac- 
tised in constructing some of our railroads, 
the water issued as stock, the unearned 
dividends declared for purposes of deception, 
the modes by which the management and 



in the Work of the School Room 63 

their favorites grow rich while those who 
have in good faith invested their money in 
what they deemed an honest enterprise see 
it dissolved in worthless stocks or dishonored 
bonds, it would be enough to make one con- 
clude that honor and honesty had departed 
from among men. 

But nowhere do deception, falsehood, and 
fraud flourished so luxuriantly as in the 
domain of politics. Men who in the ordin- 
ary affairs of life scorn to do a wrong, will 
in a political campaign lie and cheat and 
defraud. The excuse is that the opposite 
party will do it, and they must be fought 
with their own weapons. That must be a 
dull conscience that finds a reason for wrong- 
doing in the wrong-doing of another. Is a lie 
any less wicked on election day than at any 



64 Discipline as a Factor 

other time ? Is fraud made right because it 
secures the election of a political friend, or 
the triumph of the party to which we be- 
long ? 

It is lamentable to what extent our elec- 
tions have become a matter of money. At 
every general election votes are bought by 
tens of thousands. Not long since one of 
the shrewdest politicians in this country, a 
man who had served as chairman of the cen- 
tral committee of his party in one of the 
great States of the American Union, told 
me that on an average there are ten votes in 
every election district throughout the coun- 
try that can be bought for less than three 
dollars apiece. This awful fact would seem 
to indicate that our whole system of govern- 
ment is rottening at the core. 



in the Work of the School Room 65 

And yet these corruptible voters have at- 
tended our public schools, have for the mo&t 
part learned to read, write, and keep accounts 
in them ; but how terribly neglected has 
been their moral nature, leaving dead in 
their bosoms all love of country, all sense of 
honor, all the high obligations that grow 
out of a quickened conscience ! 

Thank God there is a brighter side to the 
picture I have drawn. The dark side has 
been shown for the purpose of calling atten- 
tion in time to the great necessity of better 
moral education for the youth of the nation. 
The Eepublic is not yet lost. Free institu- 
tions have not yet been overthrown. The 
diseases that afflict our social and political 
condition have not yet reached the vital parts 



66 Discipline as a Factor 

of the body politic. There is still hope for 
the suffering patient, and my mission here is 
to press you most earnestly to make the dis- 
cipline of your schools a discipline of con- 
science^ in order that the rising generation 
may be so trained that they will become up- 
right citizens and honest men. 

Kemember that the chief function of the 
American public school is not to make 
scholars, but to send forth men and women 
who will be useful to society, and in whose 
hands the free institutions established by 
our fathers may be forever safe. Where all 
vote, where all participate in the affairs of 
the government, where every hand is on the 
helm of the ship of state, universal educa- 
tion becomes imperative, with conscience as 



in the Work of the School Room 67 

a central principle and a guiding light. 

That accomplished Englishman, Arch^ 
deacon Farrar, in his ^^ Farewell Thoughts 
to Americans '\ spoken in Philadelphia a 
few months ago, said : ^^ America is God^s 
destined heritage, not for tyranny, not for 
privilege, not for aristocracy, but for the 
schoolmaster/^ And I add, not for the 
schoolmaster as an accomplished scholar or 
as a skilful instructor, but as a man full- 
grown morally* as well as intellectually, a 
man whose life is a concrete Gospel, a living 
system of ethics, whose eye can reach deep 
down into the hearts of the young committed 
to his care ; and if he should find, as he will, 
at least a spark of good in the most unpromis- 
ing child in them, whose skill can fan it to a 



68 Discipline as a Factor 

flame, and who can so teach that the con^ 
science will come to be recognized as God^s 
highest and best gift to the children of men, 
and that to deaden it or to violate its dic- 
tates is to commit eternal suicide. 



f 



i 



i 



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Mao Drawing Book of the United States. 42 C 4:37 75 

Descriptive Geography taught by means of Map Drawing, Teacher's 

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*Williams (Geo. A.) Topics and References in American History, 45, 

44,51 C 16:181 1 00 

(Henry G.) Outlines of Psychology. 25 16:151 75 

(John). Toxical Lexicon. A Dictionary of Synonyms. 40 C 12:384. 1 25 

(S. G.) History of Modern Educaiion. 16 C 16:481 1 50 

Wilson ( J. D. ) English Grammar Made Practical. C 16:112 75 

— ^— Elementary English. 40, 53 L 16:67 35 

Wood (H. A.) Short Cuts in Arithmetic. 32 C 16:149 75 

YAWGER (Rose N.) How to Celebrate Arbor Day. P 16:14 15 

The Indian and the Pioneer. 13 C 8:335. . $3.00 ; or in Two Volumes, 3 50 

Yearly Class Register. 54 L 42 leaves. 8x10 1 50 

Youngr (W. T.) The Art of Putting Questions, 27 P 16:65 15 

ZIMMERN (A.) + Methods of Education in the United States, C 12:178. 1 00 
Zinc-Engraved Portraits. See page 56. 



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